To provide state and district level PARCC assessment data for the administration of Grades 3-8 Math and English Language Arts.
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1 200 West Baltimore Street Baltimore, MD TTY/TDD msde.maryland.gov TO: FROM: Members of the Maryland State Board of Education Jack R. Smith, Ph.D. DATE: December 8, 2015 SUBJECT: Partnership for Assessment of Readiness for College and Careers (PARCC) Assessment and Accountability Update PURPOSE: To provide state and district level PARCC assessment data for the administration of Grades 3-8 Math and English Language Arts. BACKGROUND: During the school year , the PARCC assessments were the state assessments for English Language Arts and Mathematics in grades 3-8 and were administered in high school for Algebra I, Algebra II, and English 10. These score results are a new baseline from which we will move forward. This year s assessment results cannot be compared to test scores from the state s previous assessments. The new Maryland assessments set new goals for our students and higher expectations that are aligned to the Maryland College and Career Ready Standards. The new Maryland assessments are a continuation of a long history in the evolution of statewide assessments to meet higher standards that promote college and career readiness for all students. EXECUTIVE SUMMARY: The PARCC State and District Assessment Results Statewide and school-level PARCC results for grades 3 through 8 are provided in tables below. The math high school exams (Algebra I, Algebra II) that were presented at the October 27 th State Board meeting are also included in the tables. Students in grades 6-8 enrolled in the Algebra I or Algebra II course participated in the PARCC high school assessment and are not included in the counts for the grade level assessment. There are five performance levels, which were adopted by the PARCC Governing Board. The PARCC consortium, along with the Advisory Committee on College Readiness (ACCR) determined that levels four and five would meet or indicate on track for meeting college and career readiness. Members of the State Board of Education December 8, 2015 Page 2
2 Table 1: State Level English Language Arts Results by Performance Level English Language Arts Assessment Tested Count Level 1 % Level 2 % Level 3 % Level 4 % Level 5 % ELA % 19.7% 22.0% 33.7% 4.4% ELA % 20.2% 27.1% 32.4% 7.6% ELA % 20.9% 27.2% 36.8% 3.2% ELA % 21.7% 30.3% 32.0% 4.1% ELA % 19.1% 25.0% 28.9% 9.7% ELA % 18.5% 24.0% 33.4% 7.0% Table 2: State Level Mathematics Results by Performance Level Math Tested Count Level 1 % Level 2 % Level 3 % Level 4 % Level 5 % MATH % 22.5% 26.3% 29.9% 6.5% MATH % 28.2% 27.3% 27.9% 2.7% MATH % 29.0% 28.1% 25.8% 4.1% MATH % 28.7% 28.2% 26.3% 3.2% MATH % 32.0% 33.7% 20.1% 1.2% MATH % 27.0% 20.7% 19.6% 3.6% ALG 01* % 28.6% 27.1% 29.4% 1.8% ALG 02* % 26.9% 20.8% 19.3% 0.9% * Students in Grades 6-8 enrolled in the Algebra I or Algebra II course participated in the PARCC High School Assessment and are not included in the counts for the Grade Level Assessment. Additional charts are attached which provide a summary of the data for each assessment by school system. (Attachment 2) GRADUATION DETERMINATIONS Students taking PARCC high school assessments during school years and were not required to earn a minimum score tied to graduation. COMAR 13A states currently that starting in students will be required to earn a minimum score (TBD) on PARCC English Language Arts/Literacy and Math tests. Schools will continue to offer pathways for students who fail to meet the minimum score on PARCC or other state assessments by 12 th grade. One option to meet graduation requirements is through a composite score. The Maryland Technical Advisory Committee, the Maryland Assessment Research Center (MARC) and MSDE staff are engaged in a review of data to provide recommendations for the minimum score and composite score options to bring before the State Board for discussion and action.
3 Members of the State Board of Education December 8, 2015 Page 3 RESOURCES FOR UNDERSTANDING Student-level score reports are being shared with parents and educators. In addition to reviewing students individual score reports, parents can access online tools to help bolster student skills, as well as learn more about how to use the results to inform conversations with teachers. Materials recently provided to our local districts and the public include a PARCC Score Report Interpretation Guide for Teachers and a PARCC Score Report Interpretation Guide for Parents. Also available are report translations in 10 languages including Spanish, Portuguese, Polish, and Chinese. While no single test shows a complete picture of achievement, annual assessments provide important information about student strengths and areas for improvement, especially when combined with student grades and teacher reports. Parents and teachers can use this information to make sure students get the help they need to succeed. CONCLUSION: PARCC assessment state and local district data will be reported on the Maryland Report Card website at 12:00 p.m. on December 8, School and central office staff will review, analyze, and interpret this information, share it with their school communities, and use it as a planning tool to guide actions to improve the learning of all students. ACTION: For information only. No action required. JRS/ch Attachments
4 Partnership for Assessment of Readiness for College and Careers (PARCC) Assessment and Accountability Update December 8, 2015 Attachment 1 Tab D Dr. Henry Johnson, Interim Deputy State Superintendent Dr. Douglas Strader, Director of Assessment Chandra Haislet, Director of Accountability
5 Agenda New Test, New Baseline Maryland PARCC Assessment Results State Level Results Grade 3-8 District Level Results Grade 3-8 and High School Resources for Understanding Graduation Requirements
6 History of Maryland Assessments 1990 s - MD School Performance Assessment Program (MSPAP) - Grades 2, 5, s - Maryland School Assessment program (MSA) - Grades PARCC administration - Grades 3-8 3
7 Maryland s K-12 Testing Program: Students Perform Better Over time
8 Maryland 2015: Performance Level Description PARCC performance levels describe how well students met the academic expectations. Level 5: Exceeded expectations Level 4: Met expectations Level 3: Approached expectations Level 2: Partially met expectations Level 1: Did not yet meet expectations The Maryland State Board of Education will determine the performance level that indicates whether a student is on target for meeting grade level Maryland College and Career Ready Standards.
9 Maryland 2015 Mathematics PARCC 3-8 Assessment Results by Performance Level Math Math Math Math Math 6* Math 7* Math 8* Percent Level 1 Level 2 Level 3 Level 4 Level *Students in Grades 6-8 enrolled in Algebra I or Algebra II participated in the PARCC High School Assessment and are not included in the counts.
10 Maryland 2015 English Language Arts PARCC 3-8 Assessment Results by Performance Level ELA ELA ELA ELA ELA ELA ELA Percent Level 1 Level 2 Level 3 Level 4 Level 5
11 Maryland 2015 Mathematics PARCC 3-8 Assessment Results by Racial Category Level 1 Level 2 Level 3 Level 4 Level 5 All Students American Indian Asian Black/African American Hispanic Native Hawaiian White Two or More Races Percent
12 Maryland 2015 English Language Arts PARCC 3-8 Assessment Results by Racial Category Level 1 Level 2 Level 3 Level 4 Level 5 All Students American Indian Asian Black/African American Hispanic Native Hawaiian White Two or More Races Percent
13 Maryland 2015 Mathematics PARCC 3-8 Assessment Results by Student Service Group Level 1 Level 2 Level 3 Level 4 Level 5 All Students Special Education English Language Learners Free and Reduced Meals Percent
14 Maryland 2015 English Language Arts PARCC 3-8 Assessment Results by Student Service Group Level 1 Level 2 Level 3 Level 4 Level 5 All Students Special Education English Language Learners Free and Reduced Meals Percent
15 Garrett Allegany Washington Carroll Harford Cecil Frederick Montgomery Howard Baltimore Baltimore City Anne Arundel Kent Queen Anne's Maryland 2015 PARCC Assessment Results LEA Summary Grades 3-8 and High School Charles Prince George's St. Mary's Calvert Talbot Caroline Dorchester Wicomico Somerset Worcester
16 Maryland 2015 LEA Summary Students earning a performance level of 4 or 5 in grades 3-8 are considered on target for meeting the grade level Maryland College and Career Readiness Standards. Because Maryland received approval for the double testing waiver as part of ESEA Flexibility, students in middle school taking Algebra I, Algebra II, or English 10 take the High School PARCC assessment instead of the Grade 3-8 assessment.
17 Maryland 2015 LEA Summary Grade 3-8 PARCC assessments In Mathematics, 10 LEAs outperformed the State for the percentage of students earning a performance level of 4 or 5. LEA results ranged from a low of 10.5% to a high of 48.3%. In English Language Arts, 10 LEAs outperformed the State for the percentage of students earning a performance level of 4 or 5. LEA results ranged from a low of 15.6% to a high of 55.8%.
18 Maryland 2015 LEA Summary Algebra 1, Algebra II, English 10 PARCC assessments In Algebra I, 12 LEAs outperformed the State for the percentage of students earning a performance level of 4 or 5. LEA results ranged from 1.7% to a high of 56.6%. In Algebra II, 8 LEAs outperformed the State for the percentage of students earning a performance level of 4 or 5. LEA results ranged from 2.7% to a high of 37.7%. In English Language Arts, 10 LEAs outperformed the State for the percentage of students earning a performance level of 4 or 5. LEA results ranged from 17.4% to a high of 58.5%.
19 Resources for Understanding Results 2015 PARCC Score Report Interpretation Guide for Teachers 2015 PARCC Score Report Interpretation Guide for Parents UnderstandTheScore.org The UnderstandTheScore.org website provides resources for parents to understand their child's test results. Report Translations Translations of the student report are available in 10 languages; including translations in Spanish, Portuguese, Polish, and Chinese.
20 When will PARCC Results Become a Graduation Requirement? : Year 1 of PARCC Was a Transition Year Setting a new baseline for a new test Students must take PARCC Minimum score not required for graduation : Year 2 of PARCC Transition Continues : Year 3 of PARCC A minimum score (TBD) on PARCC English Language Arts/ Literacy and Math tests is a graduation requirement. Schools offer pathways for students who fail to meet the minimum score on PARCC or other state assessments by 12 th grade COMAR 13A.03.02
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24 @ F E A 9 A I A J K 6 D L > A L. A L 9 A I A J M = F B L N F J J O. A L = A B C D B E F G H A 9 A I A J 9 A I A J P 0 Q Q B D F H R A S 9 A I A J T. A L 9 A I A J U - V H A A S A S 7 A W L A S ; D X G L ; D X G L Y ; D X G L Y ; D X G L Y ; D X G L Y ; D X G L Y Z [ " % " *, ) + \ ), ], \ + ', ^, _ ` _ \ \ ) ` ^ \ _ ` *, _ ) ` ^ ` \ _ ] *, ), ^ ] ' ) ` ) + * ^ a + ' Z b b # % $ c d e $ " c * ], ` ] \ + ' * ^ a + ) ` ^ \ ' + ` a * ' ^ ' \ a ' ) ] ^ _ \ + ) ^ * + ) Z $ $ Z! e $ & b d e $ " c * ), ` a * ' _ ` _ ^ \ \ ) + * ), ^ ) _ a _ ] ) _ ^ \ ' + ) + \ * ' ^ * ' ) ` ] * ^ _ + * f % b " g h! d e $ " c ] ), ], a \ a, ' a ^ ' ' *, `, * ' ^ _ ' ' a _ ' ) ` ^, _ ' a ' ) ' ^, ' ), * ) ^ _ + ] d % b i! " d e $ " c a + * a, *, \ ^ _ ' ] \ \ ) ] ^ ` ' _ ` ] * ) ^ ` ' \, a * + ^ ` ' \ * * +, d %! b g $ d e $ " c ) * \ a ), a ' + ^ `, ` ] ) ] ^ ' \ * ` *, ^ ' a _ * ) _ ) a ' ^ ' + a d %!! b b d e $ " c ' ' ' _ * a ' ), ^, ' \ ` ] ' a ^ ` * * + a ) _ ^, ] \ * ' ] * ^ ), ` +, ^ ' + ` d j g b d e $ " c a * _ ] \ \ ' ' * ^ \ ' \ ` + ) _ ^ ) ) + a ] * ) ^ * ' ] ` _ ) * ^ ' ' + + ' ^ a + \ d k %! b l d e $ " c ' +, \ ' ', ` ` ' ] ^ _ * ' ] ' ) _ ^ ` * ' \ \ * + ^ ' ) ] ], ) * ^ ' ) * + ) ^ ) + _ m! j k l "! d e $ " c ' _ ) _ ] + + ) + ^ `, _ ` * + ^ _, *, ) ` ^ ` * \ ' ' _ ^ \ ' a + ^ \ ' + n! &! g j o d e $ " c ' ` ' \ ] ' ' ` * a ^ \ * a ` ) ) ' ^ ], * ' a * + ^ _ a ' ' a *, ^ a _ + `, ^ * ' ' p %!! " " d e $ " c ' a ' * ' \ _ ' ' ^ ` ] ], ) ` ^ a, ' a * ) ] * ` ) ` ^ ' ) a ' ^ a ' ) q %! r! & d e $ " c ', ' \ ` ' + _ \ ` ^ ) * ) ' ` ) ' ^ ) ], * ] ) _ ^ _, ] * _ *, ^ \ \, ^ _ ' * q s %! & d e $ " c ) ', + _ ' a \ a ` ^ \ ] ) * ' ' _ ^ `, \ ) + ) ` ^ ' ` \ a ' * a ^, ' _ ' ' \ ^ _ ' ] t $ " d e $ " c \ ], ', ) ' \ ) ` + * ) ), + ) _ ^ a ' a ] ' _ ^ ] _ ' ^ ' ', u $ " # h! c d e $ " c a + ] \ \ ` * *, ' ) ^ ' ', +, + ) ] ^ _ ', _ \ + ) a ^ ] ' \ * ] \ * + ^ * * ` `, a ^ ) ' a v! g $ j p! # w l d e $ " c, ) a \, ' ) ` * _ ) ] ^ ) ' \ * _ * * ] ^ _ ' * \ * ` ) a ^ * ` * ) ) ' * ^ _ * _ ] + ^ ` ' ` x e $ Z $ $ w l d e $ " c * * +, ) ] ' ` ^ * ` ] a ) ) ^ a ' ' a * *, ^ ) ' + ` ) * ) ^ ] \ * ) ^, ' \ [ % g $ " u %! c w l d e $ " c ` * ' ` ` ` ) ' + ^ a ', * * ) ' ) ' * + ^ ' ) ] \ * * * ^ _ * * + ] ^, ' _ [ h! l " d e $ " c ' ) * _ ' ] * ' ' ^, ],, * a ^ ` ] * * * ] ^ _ ) + ' ' a ^ ) ` + ^ a ) + y % b z " d e $ " c ' \ ` ' ) * ` ' ) ^ `, ), ) \ ^ ' a ] a * ] ^, ] ] * ) * ^ ` ) + ' ^ ' ) ' { % l k g $ # " $ d e $ " c _ + ` + ' ) ' ] ^ * ), +, ) ` ^ a ) \,, * ' ^, ) ) ] _ ) ] ^ \ ' a ) ' ^ \ ) ) { g j h g j d e $ " c, \ * ` _ ] ] ' a ^ ) ' \ ) ` * ' ^ * ' ` \ a * + ^ a ' ' ) + ^, \ ' ' ^ ] ) * {! j l "! d e $ " c ) a * \ ' \ _ ` ^ ), ) _ ) + ^ ' \ ] * * ) _ a _ * a ^ ` ' + \ ] ^ ' * + f % b " g h! d g " c * ) `, \ ' + ` + ' * ) ^ ` ' ' _ * ] * a ^ ] a a a _ ) + ^ ] * ' \ ' _ ^ ` ) ` * + ^ \ * ) y k [ & [ j k b r u %! c b % $ & ) + ) ] ) ) + ^ \ \ ' ] + ^ ' a, * ) ^ ) ' ] a ^ _ @ @ @ ! " # $! % " & $ ' ' ( ) * ( ) + ',
25 Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Œ Œ ª «««œ ««œ ± ² ³ «Œ µ ² ² «² š «š «š «š «š «š «¹ º }» ¼ ¼» ½ ˆ»» ¾ ˆ Š ¾» ¼» ˆ ½ ¾ ˆ ˆ ½ ¾ ˆ ˆ ˆ ¼ Š ¹ À À } ƒ Á  à ƒ Á ¼ ¾» ¼ ½ Ä Ä» Š ˆ ½ ˆ Š ½ Š ¾ ˆ Ä ½ Š» ˆ ½ ¾ Š ˆ ¹ ƒ ƒ } ¹ à ƒ } À  à ƒ Á ¼» ¾ ½ ¼» ¼ ½ ¼ Ä Ä» ˆ ½ ¼ ¾» Š ½ ˆ»»» ½ ¾ Š Å À Æ Ç }  à ƒ Á» ¼ ˆ» Ä ˆ ½ ¾» ¾ ½ ˆ ¾ ˆ ¼ ½ ¼ ¾ ¾ ½ Ä» ½ Š  À È }  à ƒ Á» Š ¼ ¼ ˆ ¾ ½ ˆ Š ¼» ½ ¾» ˆ Ä ˆ Ä» ¾ Š ½ Ä Ä ¼ ½ Ä Š  À Æ ƒ }  à ƒ Á ˆ Ä ¼ ½ ¾ Š ˆ ˆ ½» ˆ ¾ ½ ˆ» ¼ ½ ˆ ¼» ˆ ½» Š ¼  À À  à ƒ Á Ä Š ˆ ¾» ¼ Ä ½ ˆ ¼ ˆ Ä ½ ˆ» ¼ ½»» ¼ ½ ˆ Š»  } É Æ À  à ƒ Á ¼» Ä» ½ ¼ ¾ ˆ ½ Ä ¾» Š ˆ ¾ ½» Ä Ä ˆ ¼ ½ ¼» Ä ˆ ½» Š Ä Â Ê À } Ë Â Ã ƒ Á ˆ Ä Ä» Š ¼ ½» ˆ ¼ ˆ ˆ ½ Ä ¾ ¼ ˆ Ä ½ ˆ Š ˆ Ä ½ ¼ Ä ½ Š ¾ Ì É Ê } Ë }  à ƒ Á ˆ Š ˆ ¼ ˆ ˆ» ½ ¾ ˆ» ½ Ä ˆ ½ ¾ ¾» ¾ ½» ˆ» ½ Š Í } } Æ É Î Â Ã ƒ Á»» ˆ Ä Ä ½» ˆ ¾» ¼ ½» Ä Š ˆ» ½» ¼ ¼ Š ½ ˆ»» ½ Ï }  à ƒ Á ¼ Ä Ä ˆ ½» ¼ ˆ ˆ ½ ¾ ˆ ¾ ½ Š ½ ¼ ˆ ½» ˆ Ð Ñ Â Ã ƒ Á ¼ ¼ ¾ ˆ Š ¾ ¼ ½ ˆ ¾ ˆ ½» ¼ ˆ ½ ¾» Ä» ½» ˆ Š ½ Ð Ò Â Ã ƒ Á ˆ ˆ Š ¾ Ä Ä ½ ˆ ˆ ½ ¼ ¼ Š ¾ Ä ˆ ½ Š» ½ ˆ Š Ä ½ Ó } ƒ  à ƒ Á Ä» Ä ˆ Š Š ˆ ˆ ½ Ä ˆ Š ˆ ½ ¾ ˆ ¼ ˆ ¾ ½» ¾» ˆ ˆ ½ Š ½ Ô ƒ Ç } Á  à ƒ Á ¼ ¼ ¼ ¾ ˆ Ä ˆ ¼ ˆ ½» ½ ˆ ¼ ˆ ˆ ½ ˆ Š ¼» ½» ¼ Ä ½ ¼ ¼ Õ Æ ƒ É } Ï } } Ö Ë Â Ã ƒ Á ˆ ˆ Š Š» ˆ ˆ ½» ˆ ¼ ˆ ½» Ä ¾ ˆ» ½ Ä ¾ ˆ ˆ ½ ˆ ¾ ¼ ˆ ½» à } } ƒ ¹ ƒ ƒ } Ö Ë Â Ã ƒ Á» ¼ Š ½ Ä ¼ ½» ¾ Ä» ˆ Ä ½ Š» ½» ˆ ¼ ½» Ä º Æ ƒ Ô Á Ö Ë Â Ã ƒ Á»» Š ¾ Š Ä ¼ ½ ˆ ¼ Ä ½ ˆ ˆ» ½ ˆ ¼ Ä ¾ ½ ¾ ¾ ½ ¾ º Ç } Ë }  à ƒ Á ˆ Ä ˆ» ½ ˆ» ½ Š Ä ˆ ˆ Š ½ ˆ» ˆ ½ ˆ ˆ Š Ø À Ù Â Ã ƒ Á ¾ ¼ ˆ ¾ ¾ ½ ˆ Ä ¾ ¾ ½ Ä ¼» ˆ Ä ½ ¾ ¼» ˆ ½» ½ ¼ ˆ Ú Ë Ê Æ ƒ ƒ  à ƒ Á ¾»» ¼» Ä ¼ Ä ½ ˆ ¾ Š ˆ ˆ ½ ˆ ¼ ˆ ¼ ½» ˆ» ¾ ¾ ˆ Ä ½ ¼ Ä ¼ ½ ¾ ˆ ˆ Ú Æ É Ç Æ É Â Ã ƒ Á ¼ Š» Š Ä ½ ¾ ¾» ˆ ½ ¼ ¼ Ä ˆ» ½» ¼ ˆ ½ ˆ Š Š ½ ˆ Ú É } Ë }  à ƒ Á ˆ Ä Š Š Ä ¼ ½ ¼ ¾ ˆ» ¼ ˆ ½ ¼ ˆ Ä ½ ˆ Ä ¾ Š ½ Š Å À Æ Ç } Â Æ Á ˆ ¾ Š ¼ ˆ ¾ Ä ˆ ¾ ½ ¾» Š ¾ ˆ ˆ ½ ¼ ¾ ¾ ½» ½ ˆ Ø Ê } º } } º É Ê À Ñ Ô Á À ƒ ˆ Š Š ¼ ˆ ˆ» ½ Ä ˆ ¾ ˆ ½ Š Š Œ Ÿ Ÿ ŸŽ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Œ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ š Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Œ Ÿ Ÿ Ÿ Œ Ÿ Ÿ ŸŒ Ÿ Ÿ Ÿ ŸŒ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿœ Ÿ Ÿ Œ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ ž Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Œ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ Ÿ } ~ } ƒ } } ƒ ˆ ˆ Š
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